教學實踐研究
一般論文

提升第二語言課程中理想我形象與溝通意願: 以大一英文課程為例

王鈺琪 (Wang Yu-Chi) 逢甲大學外語教學中心助理教授
10.7007/JSoTL.202112/PP.0001
本研究透過兩個學期的行動研究,設計客製化大一英文課程,探究影響大一學生對於第二語學習動機及溝通意願和對客製化課程的看法。自2017年開始,研究者和一位教師協同教學,設計客製化大一英文課程於國際企業管理學士學位英語學程,課程設計分為兩大主軸:一、培養學生英語閱讀及簡報的能力;二、提升學生的英語寫作及研究能力。課程設計參考過去的第二語言動機文獻,融入多元的教學方法,跳脫以往以教科書內容為導向的教學法,提升未來工作相關知識及學術語言需求。研究對象為59位國際企業管理學士學位英語學程的大一學生,以行動研究為架構進行課程改革,收集學生作業、學生訪談資料及動機問卷;研究分析結合質化與量化的工具;研究結果顯示客製化課程有助於學生第二語言理想我及課堂上溝通意願的提升,此外,上課氣氛、教材的難易度及教師的教學風格等因素,皆會影響學生對課程的看法。希望在本研究的基礎上,能繼續創建未來課室內正向的語言學習經驗,增進學生的英語學習動機和建立第二語言形象。
客製化大一英文,第二語動機理論,溝通意願
1. 朱曉玲(2014)。台灣大學生國際觀與第二語言自我調查(未出版碩士論文)。銘傳大學,臺北市。
2. 黃淑真(2007)。外語學習動機理論的發展與教學研究的回顧。英語教學期刊,31(3),101 - 124。doi:10.6330/ETL.2007.31.3.04
3. 蔡清田(2011)。行動研究的理論與實踐。T&D飛訊季刊,118,1 - 20。
4. Bursali, N., & Öz, H. (2017). The relationship between ideal L2 self and willingness to communicate inside the classroom. International Journal of Higher Education, 6(4), 229 - 239. doi:10.5430/ijhe.v6n4p229
5. Csizér, K., & Kormos, J. (2009). Learning experiences, selves and motivated learning behaviour: A comparative analysis of structural models for Hungarian secondary and university learners of English. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 98 - 119). Bristol, UK: Multilingual Matters.
JSOTL

Willingness to Communicate and the Ideal L2 Self: A Case Study in a Freshman English Course in Taiwan

Wang Yu-Chi
10.7007/JSoTL.202112/PP.0001
The purpose of this action research is to investigate students' perceptions of a customized freshman English course and its influence on university students' willingness to communicate (WTC) and language learning motivation in a private university in central Taiwan. Since 2017, the researcher has cooperated with a colleague to design and teach a customized freshman English course for students from a bachelor's program of International Business Administration (BIBA). The customized English course aimed to (1) develop students' academic reading and presentation skills, and (2) improve students' research and academic writing skills for future needs. The current study examined the effectiveness and impact of students' learning motivation, willingness to communicate, and perceptions toward the customized course. The researcher adopted an action research approach to identify issues that occurred in classroom teaching, designed a research plan to improve university students' willingness to communicate, class participation, and enhance teaching quality. The participants included 59 first-year students from the BIBA program. Data collection included a second language motivation survey, student interviews, and students' assignments. Both quantitative and qualitative research approaches were conducted to analyze the data to obtain an in-depth result. The research finding demonstrated that students' willingness to communicate and ideal L2 self improved slightly over the course of the study. Moreover, factors such as classroom learning atmosphere, teachers' teaching styles, and the appropriateness of the learning materials were crucial to students' L2 learning experiences. The findings of this study can contribute to creating an encouraging and safe learning environment to invite student participation and establish positive L2 self-images in future EFL classrooms.
customized freshman English, L2 motivation, willingness to communicate (WTC)